Self-Regulatory Climate: A Positive Attribute of Public Schools

Autor/inn/en	Adams, Curt M.; Ware, Jordan K.; Miskell, Ryan C.; Forsyth, Patrick B.
Titel	Self-Regulatory Climate: A Positive Attribute of Public Schools
Quelle	In: Journal of Educational Research, 109 (2016) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.934419
Schlagwörter	Public Schools; Teacher Expectations of Students; Trust (Psychology); Teacher Student Relationship; Learner Engagement; Educational Environment; Predictive Validity; Structural Equation Models; School Effectiveness; Likert Scales; Performance Factors; Achievement Need; Surveys + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schuleffizienz; Likert-Skala; Leistungsindikator; Survey; Umfrage; Befragung
Abstract	This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms--collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01